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# Attainment Targets and Level Descriptions for Mathematics at Key Stage 3

Mathematics at Key Stage 3 has five attainment targets which relate directly to the sections within the programme of study: • • • • • Processes in Mathematics Number Algebra Shape, Space and Measures Handling Data

3

KEY STAGE

Level Descriptions

The programme of study at Key Stage 3 covers up to Level 8 of the attainment target. It is expected that the majority of pupils will be working at either Level 5 or 6 at the end of the Key Stage. When judging a pupil’s level of attainment, teachers are advised to select the level description which best fits the pupil’s work over a period of time. This judgement should be verified by careful comparison of the selected level description with those immediately above and below it. It should be noted that level descriptions build successively on the knowledge, understanding and skills of lower levels which are, therefore, subsumed within them.

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MATHEMATICS

PROCESSES IN MATHEMATICS

Pupils should develop mathematical processes through practical tasks, real-life problems and investigations within mathematics itself.

NUMBER

Pupils should understand number, number notation, number operations - addition, subtraction, multiplication and division - and make use of appropriate methods of calculation. They should estimate and approximate in number.

ALGEBRA

Pupils should recognise and use patterns, relationships and sequences and make generalisations. They should recognise and use functions, formulae, equations and inequalities, and represent algebraic functions graphically.

**SHAPE, SPACE AND MEASURES
**

Pupils should recognise and use the properties of two-dimensional and three-dimensional shapes. They should recognise locations and use transformations in the study of space. They should estimate and measure quantities and appreciate the approximate nature of measurement.

HANDLING DATA

Pupils should collect, record, process, represent and interpret data. They should understand, estimate and calculate probabilities.

LEVEL 1 Pupils use materials provided under direction. They use mathematics as an integral part of classroom activities. They talk about their work in response to questions. They represent their work with objects or pictures. They begin to make simple predictions.

LEVEL 1 Pupils count, read, write and order whole numbers up to at least 10. They understand the conservation of number. They begin to make sensible estimates of small numbers of objects. They add and subtract up to 10 using real objects and use these skills to solve simple problems.

LEVEL 1 Pupils copy, continue and devise repeating patterns using real objects or pictures.

LEVEL 1 Pupils sort and make constructions with 2-D and 3-D shapes, using everyday language to describe their work. They use prepositions to state a position. They measure and order objects using direct comparison and use appropriate language associated with length, mass, capacity and area. They sequence events and recognise ‘special’ times on the clock. LEVEL 2 Pupils sort 2-D and 3-D shapes in various ways and give reasons for sorting. They name common 2-D shapes. They understand right and left turns. They use non-standard units to measure length, mass, capacity and area and understand the need for standard units. They know the most commonly used units in length, mass, capacity and time. LEVEL 3 Pupils name and describe common 2-D and 3-D shapes, using appropriate mathematical language. They identify lines of symmetry in simple 2-D shapes. They understand angle as a measurement of turn and recognise right angles in the environment. They use standard units to measure length, mass, capacity and time in a range of contexts. They read times on the analogue clock and the date from a calendar. They choose and use a range of units and instruments, interpreting, with reasonable accuracy, numbers on a range of measuring instruments.

LEVEL 1 Pupils sort and classify objects and talk about the criterion they have used. They record their work using real objects or drawings.

3

KEY STAGE

Level Descriptions

LEVEL 2 Pupils select, with help, the materials and mathematics required for some classroom activities. They talk about their work, using appropriate mathematical language and represent their work using symbols and simple diagrams. They respond to open-ended questions.

LEVEL 2 Pupils read, write and order whole numbers up to at least 100 and begin to show some understanding of place value. They have good recall of number facts to 10 and add and subtract up to at least 20, using these skills to solve problems, including those that involve money.

LEVEL 2 Pupils explore and use addition and subtraction patterns up to 10 and use these patterns to understand the relationship between addition and subtraction.

LEVEL 2 Pupils sort and classify objects for two criteria. They collect information and record it in simple tables, block graphs and diagrams. They interpret the information.

LEVEL 3 Pupils select and use the materials and mathematics appropriate for their work. They find ways to overcome difficulties that arise when they are solving problems. They begin to organise their work and work systematically. They use and interpret mathematical symbols and diagrams. They represent their work in a variety of ways and check it themselves. They discuss their mathematics and begin to explain their thinking.

LEVEL 3 Pupils read, write and order whole numbers up to at least 1000 and use the knowledge that the position of the digit indicates its value. They approximate to the nearest 10 or 100. They use mental recall of number facts up to 20 and of the majority of multiplication tables up to 10 x 10 in solving problems. They add and subtract money expressed in conventional notation up to £10. They solve problems involving addition, subtraction and multiplication (involving numbers up to 1000) and those that involve division in practical situations. They recognise and understand simple fractions which arise naturally, and their notation. LEVEL 4 Pupils understand and use numbers with up to two decimal places in relevant contexts. They add mentally two twodigit numbers and subtract mentally one two-digit number from another. In solving problems, they use a range of mental, written and calculator methods of computation involving the four operations. They recognise approximate proportions of a whole and use simple fractions to describe these. They understand that addition and subtraction are inverse operations and use this to check their results when solving problems.

LEVEL 4 Pupils gather information required for a task. They begin to develop and use their own strategies for solving problems. They discuss their work and compare their ideas and methods with others. They present information and results in a clear and organised way, explaining the reasons for their choice of presentation. They understand general statements and investigate whether or not particular cases match them.

LEVEL 4 Pupils explore and predict patterns and sequences of whole numbers, such as doubling and halving numbers. They understand number properties, such as multiple and factor. They understand and use simple rules expressed in words.

LEVEL 4 Pupils make simple 2-D and 3-D shapes. They understand and use language associated with line and angle. They know the eight points of the compass and understand the terms clockwise and anticlockwise. They use co-ordinates to plot points and draw shapes in the first quadrant. They understand the relationship between metric units. They find perimeters of simple shapes, find areas by counting squares and find volumes by counting cubes. They begin to make sensible estimates using standard units in relation to everyday situations. They understand and use the twelve and twenty-four hour clocks.

LEVEL 4 Pupils collect, group and order discrete data with given class intervals. They represent and interpret data using a range of graphs, tables and diagrams. They construct and interpret pictograms where the symbol may represent a group of units. They interrogate a simple data base for one criterion. They understand and use simple vocabulary associated with probability, such as certain, uncertain, impossible, likely, unlikely and fair.

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MATHEMATICS

LEVEL 3 Pupils explain and predict number patterns within 100, including those in the 2, 5 and 10 times tables. They use function machines with one operation.

LEVEL 3 Pupils extract and interpret information presented in simple tables and lists. They collect, display and interpret data in pictograms and bar charts in order to communicate information.

PROCESSES IN MATHEMATICS

Pupils should develop mathematical processes through practical tasks, real-life problems and investigations within mathematics itself.

NUMBER

Pupils should understand number, number notation, number operations - addition, subtraction, multiplication and division - and make use of appropriate methods of calculation. They should estimate and approximate in number.

ALGEBRA

Pupils should recognise and use patterns, relationships and sequences and make generalisations. They should recognise and use functions, formulae, equations and inequalities, and represent algebraic functions graphically.

**SHAPE, SPACE AND MEASURES
**

Pupils should recognise and use the properties of two-dimensional and three-dimensional shapes. They should recognise locations and use transformations in the study of space. They should estimate and measure quantities and appreciate the approximate nature of measurement.

HANDLING DATA

Pupils should collect, record, process, represent and interpret data. They should understand, estimate and calculate probabilities.

LEVEL 5 Pupils identify and obtain information required to carry through tasks and solve mathematical problems. They explain their approach to the task. They present their work using symbols, words and diagrams. They check their results and consider whether these are reasonable. They make general statements based on evidence and give an explanation of their reasoning.

LEVEL 5 Pupils extend their understanding of the relationships between place values, using this to multiply and divide numbers with up to two decimal places by 10, 100 and 1000. They use the four operations with decimals to two places, multiplying and dividing by whole numbers only. Using their understanding of equivalence, they add and subtract simple fractions. They understand the relationship between simple fractions and percentages. They apply inverse operations or estimation using approximations in order to check solutions. They understand and use negative numbers in context. LEVEL 6 Pupils understand and calculate with numbers with up to three decimal places and approximate to up to two decimal places as appropriate. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios and percentages in relevant contexts. They understand and use order of precedence in numerical calculations, including the use of brackets.

LEVEL 5 Pupils understand and use terms such as square, cube and prime. They use a letter to stand for an unknown number. They follow sets of instructions to generate a sequence and determine possible rules for generating sequences.

LEVEL 5 Pupils understand congruence of 2-D shapes. They investigate properties of triangles and quadrilaterals and measure and draw angles up to 360° with reasonable accuracy. They draw nets to make simple 3-D shapes. They reflect a shape in a line. They understand and use scale in the context of maps and drawings. They calculate areas of squares, rectangles and right angle triangles and volumes of cubes and cuboids. They are familiar with the Imperial units still in common use. They convert one metric unit to another. They use timetables involving the twenty-four hour clock. LEVEL 6 Pupils recognise and use rotational symmetry, its order and centre. They know and use angle properties and symmetry properties of triangles and quadrilaterals. They classify and define types of quadrilaterals. They specify location by means of co-ordinates in all four quadrants. They enlarge a shape by a whole number scale factor through a given centre of enlargement. They understand and use language associated with the circle, such as circumference, radius, diameter, arc and chord. They understand and use angle properties of intersecting and parallel lines. They construct triangles, using protractor, ruler and pair of compasses. They calculate composite areas and volumes involving squares, rectangles, triangles, cubes and cuboids. They calculate the surface area of cubes and cuboids. LEVEL 7 Pupils understand and apply Pythagoras’ Theorem. They understand and use three figure bearings to define direction. They enlarge a shape by a positive fractional scale factor, through a given centre of enlargement. They understand that a measurement expressed to a given unit is in possible error of half a unit. They understand and use compound measures. They carry out calculations involving length and area of parallelograms, rhombuses, kites and circles.

LEVEL 5 Pupils design and use a data collection sheet and interpret the results. They calculate and use the mean and range of discrete data. They construct and interpret simple line graphs. They interpret graphs and diagrams, including pie charts, and draw conclusions. They insert and interrogate data in a computer database. They place events in order of ‘likelihood’ and use appropriate words to identify chance, such as fifty-fifty and evens.

3

KEY STAGE

Level Descriptions

LEVEL 7 Pupils carry through substantial tasks. Starting from problems or contexts that have been presented to them, they introduce questions of their own which generate fuller solutions and obtain further information if required. They examine critically and justify their choice of mathematical representation, considering alternative approaches and explaining improvements they have made. They justify their choice of sub-tasks and the sequence in which these are carried out. They justify their generalisations or solutions. They summarise and present their conclusions, which may be generalisations, in symbolic form. They appreciate the difference between mathematical explanation and experimental evidence. LEVEL 8 Pupils develop, follow and refine alternative approaches, applying a range of efficient mathematical techniques. They convey mathematical meaning through consistent use of symbols. They recognise and control variables. They examine generalisations and evaluate solutions and make further progress in the activity as a result. Where appropriate they suggest extensions to their work.

LEVEL 7 Pupils solve multiplication and division problems involving numbers of any size, using a calculator efficiently and appropriately. They make mental estimates by rounding to one significant figure. They express one number as a percentage of another. They understand and use repeated proportional change including the calculation of compound interest to a maximum of three iterations.

LEVEL 7 Pupils solve linear equations with whole number coefficients algebraically and graphically. They express a function symbolically. They use graphical methods to solve simultaneous equations in two unknowns. They solve simple inequations and represent the solution using a number line such as –2 ≤ x < 3. They remove brackets from and simplify when working with simple algebraic expressions, equations and formulae. They use ‘trial and improvement’ methods to solve simple polynomial equations.

LEVEL 7 Pupils test an issue by designing and using appropriate methods to collect data. They draw conclusions from the data. They understand and use relative frequency as an estimate of probability and use this to compare outcomes of experiments. They construct and interpret bar charts covering the range of a continuous variable. They know that if there are several possible outcomes of an event (exhaustive and mutually exclusive), the total of these probabilities is 1 and that the probability of something happening is 1 minus the probability of it not happening. When dealing with a combination of two independent experiments, they identify all the outcomes and calculate probabilities in the case of equally likely outcomes. LEVEL 8 Pupils determine the modal class and estimate the mean, median, and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry. They understand and apply the addition of probabilities for mutually exclusive events.

LEVEL 8 Pupils calculate with fractions, using the four operations to solve problems. They use percentage to calculate the original quantity given the result of a proportional change. They express and can calculate with numbers in standard index form, using integral powers of ten. They understand and calculate with directed numbers in context.

LEVEL 8 Pupils formulate, use and solve linear equations. They use algebraic methods to solve simultaneous equations in two variables. They change the subject of a formulae where the subject appears in one term only and calculate one variable given the value of the others. When working with algebraic expressions they use the rules of indices for integral values. They remove and insert brackets in working with algebraic expressions, formulae and equations. Pupils find and describe in symbols the next term or the nth term in a sequence where the rule is quadratic. They sketch and interpret graphs of functions, including functions that model real situations.

LEVEL 8 Pupils understand and use mathematical similarity in simple 2-D shapes. They use sine, cosine and tangent ratios in right-angled triangles in two dimensions. They construct scale drawings. They perform length and area calculations of composite shapes. They calculate the volume of triangular prisms and cylinders.

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MATHEMATICS

LEVEL 6 Pupils carry through substantial tasks with some given structure, modifying and refining strategies as they work. They identify and carry out the associated sub-tasks. They recognise and control some variables in the task with help where appropriate. They interpret, discuss and synthesise information which is in a variety of mathematical forms. Their writing explains and complements their use of diagrams and other forms of mathematical communication. They make generalisations with supporting arguments and test them by checking particular cases.

LEVEL 6 Pupils find and describe in symbols the next term or the nth term of a sequence where the rule is linear. They use index notation to express powers of whole numbers and understand and use the term square root. They represent and use simple functions and interpret graphs from real situations. They understand and use basic conventions, simplification and substitution with expressions, formulae and linear equations. They construct and use simple formulae and formulate and solve linear equations expressed in symbolic form with whole number coefficients.

LEVEL 6 Pupils choose appropriate equal class intervals over a suitable range to create frequency tables. They distinguish between, and are able to find, the mean, median and mode of discrete data. They compare two distributions, using the range and one of the measures of average. They construct and interpret pie charts. They use the knowledge that the probability of an event is the number of desirable outcomes divided by the number of possible outcomes if these are all equally likely. They understand and use 0 and 1 as the limits of the probability scale. They interpret scatter diagrams and have a basic understanding of correlation.